Feasibility, effectiveness, and students' attitude toward using WhatsApp in histology teaching and learning

Maske, Shital Sopanrao; Kamble, Prathamesh; Kataria, Sushma K.; Raichandani, Leena; Dhankar, Ruchika

doi:10.4103/jehp.jehp_30_18

Cited by 26 publications

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

Histology as a paradigm for a science‐based learning experience: Visits by histology education spirits of past, present, and future

Hortsch

2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

The term “histology” was coined a little over 200 years ago and the subject has always relied on microscopy as its defining technology. Microscopy was and still is an essential approach for the description of cellular components and their arrangements in living organisms. For more than a century and a half, histology or microanatomy has also been part of the basic science education for biomedical students. Traditionally, it has been taught in two major components, a didactic transfer of information, either in a lecture or self‐learning format, and in active‐learning laboratory sessions. These two modes of histology instruction conform with the dual‐processing theory of learning, one being more automatic and depending mainly on rote memorization, whereas the other is analytical, requiring more advanced reasoning skills. However, these two components of histology education are not separate and independent, but rather complementary and part of a multi‐step learning process that encourages a scientific analysis of visual information and involves higher‐level learning skills. Conventional, as well as modern electronic instruction methods (e‐learning) have been used in complementary ways to support the integrated succession of individual learning steps as outlined in this manuscript. However, as recent curricular reforms have curtailed instructional time, this traditional format of teaching histology is no longer sustainable and a reflective reassessment of the role of histology in modern biomedical education is a timely necessity.

show abstract

Histology as a paradigm for a science‐based learning experience: Visits by histology education spirits of past, present, and future

Hortsch

2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

show abstract

The Michigan Histology website as an example of a free anatomical resource serving learners and educators worldwide

Hortsch

2022

Anatomical Sciences Ed

View full text Add to dashboard Cite

World Wide Web (WWW) was realized early in the 1990s when this new tool for disseminating information became widely available. 2 The current generation of learners grew up with computers and the Internet and educators often assume that they are familiar with these resources and will embrace them. 3,4 However, more recent analyses indicate that the acceptance of e-learning resources by students depends on a variety of factors, like convenience of use, easy availability, familiarity with the technology, and a perception that it provides an advantage to the learner. [5][6][7] In addition, a welldefined educational purpose and good overall design are central for the success of an e-learning tool. 8,9 A growing number of Internet sites offer educational material for learning gross anatomy, neuroanatomy, histology, and embryology. These Internet resources include educational websites (Table 1), 10,11 video recordings, 12-14 social media, 15-17 mobile applications, [18][19][20] podcasts, 21,22 and more. Professional societies also offer educational databases for their members and often non-members. 23,24

show abstract

Virtual Microscopy Goes Global: The Images Are Virtual and the Problems Are Real

Hortsch,

Koney,

Oommen

et al. 2023

Advances in Experimental Medicine and Biology

View full text Add to dashboard Cite

Feasibility, effectiveness, and students' attitude toward using WhatsApp in histology teaching and learning

Cited by 26 publications

References 4 publications

Histology as a paradigm for a science‐based learning experience: Visits by histology education spirits of past, present, and future

Histology as a paradigm for a science‐based learning experience: Visits by histology education spirits of past, present, and future

The Michigan Histology website as an example of a free anatomical resource serving learners and educators worldwide

Virtual Microscopy Goes Global: The Images Are Virtual and the Problems Are Real

Contact Info

Product

Resources

About